Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 80
หน้า 177
... studies unit " ( Lawton & Wanska , 1976 ) . In addition to serious deficiencies in the preparation of advance organ- izers , many studies also fail to provide useful results due to serious method- ological problems . Barnes and Clawson ...
... studies unit " ( Lawton & Wanska , 1976 ) . In addition to serious deficiencies in the preparation of advance organ- izers , many studies also fail to provide useful results due to serious method- ological problems . Barnes and Clawson ...
หน้า 199
... Studies which have found no significant difference between experimental and control groups are as numerous as studies which have found such a difference . Furthermore , when we consider the total number of studies which have ...
... Studies which have found no significant difference between experimental and control groups are as numerous as studies which have found such a difference . Furthermore , when we consider the total number of studies which have ...
หน้า 272
... studies to determine whether or not the sexes differ in general intelligence have not been consistent . Sex differences in general intelligence tend to be negligible in magnitude and inconsistent in direction ( Terman & Tyler , 1954 ) ...
... studies to determine whether or not the sexes differ in general intelligence have not been consistent . Sex differences in general intelligence tend to be negligible in magnitude and inconsistent in direction ( Terman & Tyler , 1954 ) ...
เนื้อหา
The Role and Scope of Educational Psychology | 3 |
Language and Cognitive Functioning | 71 |
Meaningful Reception Learning and Retention | 115 |
ลิขสิทธิ์ | |
16 เนื้อหาอื่นๆ ไม่ได้แสดงไว้
ฉบับอื่นๆ - ดูทั้งหมด
คำและวลีที่พบบ่อย
ability abstract acquired acquisition adolescents adult advance organizers anchoring ideas anxiety aspects attitudes Ausubel behavior Child Development cognitive development cognitive structure component concept formation concept learning concrete-empirical props creativity criterial attributes curriculum developmental differentiation discipline discovery learning dissociability strength Educational Psychology effects enhance example existing experience experimental facilitate factors feedback genic Hence important individual influence instruction intellectual intelligence intrinsic motivation involved Journal of Educational Klausmeier knowledge language learner learning and retention learning material learning task less logical logical operations meaningful learning meaningfully meanings measure mental Psychology method motivation objectives overlearning particular personality Piaget potentially meaningful practice principles problem solving propositions pupils relationship relative relevant response retroactive interference role rote learning school learning scores sequentially situations social Social Psychology stage status subject matter subject-matter substantive subsumers superordinate teachers teaching tend tion tive transfer variables